Staying positive in a dystopian future: A novel dissociation between personal and collective cognition.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The future of groups of people is a topic of broad interest in society and academia. Nonetheless, relatively little is known about the manner in which people think about the collective future of groups, and whether personal and collective future thinking represent distinct domains of future-oriented cognition. In the present studies (N = 691), we used an adapted future fluency task to demonstrate a novel domain-by-valence interaction between personal and collective future thinking, such that U.S.-based participants were positively biased about their personal future while at the same time being negatively biased about the future of their country. We further present evidence that this valence-based dissociation extends into the distant future, emerges in a non-U.S. (Canadian) sample, depends on the individual's relation to the group, and has consequences for how people think about the world around them. Taken together, our findings represent the first behavioral evidence of a dissociation between personal and collective future thinking, and suggest that the study of collective future thinking represents a fruitful endeavor for psychological science. (PsycINFO Database Record
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it